Due the school day after we cover the lesson in class
1-1: Courtney V. and Jonathan Z.
1-2: Dani D. and Dylan K.
1-3: Alissa D. and Kera M.
1-4/1-5: Matt D. and Alayna S.
1-6: Chantel D. and Omar H.
1-7: Jimmy H. and Susie W.
Student Summaries: 1-1: Courtney V. and Jonathan Z.
In lesson 1-1 we learned about the 4 methods of sampling. Random, Cluster, Convenience, and Systematic sampling. These methods help collect data to conduct surveys to help us better understand and learn about people and their habits.
Student Summaries: Dani D. and Dylan K.
In lesson 1-2 we learned about the mean, median, mode, and range, and how determine how to find these when they are presented to us in a group of numbers. The mean in a short summary is the average of the set of numbers given. The median is the middle number in the set. Mode is the number that appears most often. The range is the largest number minus the smallest number.
Student Summaries: This lesson was about making stem and leaf plots and histograms. They help you organize information so that it is easier to read and solve problems. - Alissa D. and Kera M.
1-4/1-5: Scatterplots, Lines of Best Fit, and Correlation
Student Summaries: Matt D. and Alayna S.
In Chapter 1, lessons 4 and 5, we learned about scatterplots, lines of best fit, and correlations. We learned how to use scatterplots to solve problems & how to use a graphing item to determine the best line of fit. We could see these in the real world dealing with retail, educations, sports, statistics, and insurance. The information can be collected in a set of pairs, when the first value will be x and the second could be y. You can do the rest in your graphing calculator. Scatterplots graph points to show the relationship between 2 sets of data. A positive correlation has a uphill climb, while a negative correlation has a decrease. A trend line and a line of best fit lie along the same lines.
Student Summaries: Chantel D. and Omar H.
In lesson 6, chapter 1, we learned that one way to analyze data is by quartiles, three numbers that group the data into four equal parts. We also learned how to make a box-and-whisker plot. We learned that some graphs show the distrubution of data related to measures in a data set. Like a box-and-whisker plot for example. It uses quartiles and a box to illustrate the interquartile range.
PERCENTILE= number of scores less than or equal to given score OVER total number of scores TIMES 100
Student Summaries: Jimmy H. and Susie W.
Misleading graphs are misleading because even though they might be only one interval apart they look farther than that. If you made the scale start at zero then the intervals would be closer together. - Susie W.
Statistics can be misleading too as in the problem that we took a look at where they took the average salary of the workers, but the a few very highly paid workers which raised the average salary, so that made it a misleading statistic by raising the average when the average salary is actually lower. - Jimmy H.
Table of Contents
Chapter 1: Sample and Display Data
Chapter Preview: Chapter 1 Preview 1011.pdfWiki Summary Assignments
Due the school day after we cover the lesson in class
1-1: Courtney V. and Jonathan Z.
1-2: Dani D. and Dylan K.
1-3: Alissa D. and Kera M.
1-4/1-5: Matt D. and Alayna S.
1-6: Chantel D. and Omar H.
1-7: Jimmy H. and Susie W.
1-1: Surveys and Sampling Methods
Notes: Section 1-1 Student 1011.pdfView the lesson online here
Lesson on iTunes
Student Summaries: 1-1: Courtney V. and Jonathan Z.
In lesson 1-1 we learned about the 4 methods of sampling. Random, Cluster, Convenience, and Systematic sampling. These methods help collect data to conduct surveys to help us better understand and learn about people and their habits.
1-2: Measures of Central Tendency
Notes: Section 1-2 Student 1011.pdfView the lesson online here
Lesson on iTunes
Student Summaries: Dani D. and Dylan K.
In lesson 1-2 we learned about the mean, median, mode, and range, and how determine how to find these when they are presented to us in a group of numbers. The mean in a short summary is the average of the set of numbers given. The median is the middle number in the set. Mode is the number that appears most often. The range is the largest number minus the smallest number.
Section 1-3: Histograms and Stem-and-Leaf Plots
Notes: Section 1-3 Student 1011.pdfView the lesson online here
Lesson on iTunes
Student Summaries:
This lesson was about making stem and leaf plots and histograms. They help you organize information so that it is easier to read and solve problems. - Alissa D. and Kera M.
1-4/1-5: Scatterplots, Lines of Best Fit, and Correlation
Notes: 1-5 Student 1011.pdfView the lesson online here
Lesson on iTunes
Student Summaries: Matt D. and Alayna S.
In Chapter 1, lessons 4 and 5, we learned about scatterplots, lines of best fit, and correlations. We learned how to use scatterplots to solve problems & how to use a graphing item to determine the best line of fit. We could see these in the real world dealing with retail, educations, sports, statistics, and insurance. The information can be collected in a set of pairs, when the first value will be x and the second could be y. You can do the rest in your graphing calculator. Scatterplots graph points to show the relationship between 2 sets of data. A positive correlation has a uphill climb, while a negative correlation has a decrease. A trend line and a line of best fit lie along the same lines.
1-6: Quartiles and Percentiles
Notes: Section 1-6 Student 1011.pdfView the lesson online here
Lesson on iTunes
Student Summaries: Chantel D. and Omar H.
In lesson 6, chapter 1, we learned that one way to analyze data is by quartiles, three numbers that group the data into four equal parts. We also learned how to make a box-and-whisker plot. We learned that some graphs show the distrubution of data related to measures in a data set. Like a box-and-whisker plot for example. It uses quartiles and a box to illustrate the interquartile range.
PERCENTILE= number of scores less than or equal to given score OVER total number of scores TIMES 100
1-7: Misleading Graphs and Statistics
Notes: Section 1-7 Student 1011.pdfView the lesson online here
Lesson on iTunes
Student Summaries: Jimmy H. and Susie W.
Misleading graphs are misleading because even though they might be only one interval apart they look farther than that. If you made the scale start at zero then the intervals would be closer together. - Susie W.
Statistics can be misleading too as in the problem that we took a look at where they took the average salary of the workers, but the a few very highly paid workers which raised the average salary, so that made it a misleading statistic by raising the average when the average salary is actually lower. - Jimmy H.
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